M 



SCHOOL EFFICIENCY MONOGRAPHS 



MAKINiG 

A HIGH SCHOOL 

PROGRAM 

RICHARDSON 



1 



MAKING 

A HIGH SCHOOL 

PROGRAM 



SCHOOL EFFICIENCY MONOGRAPHS 



Education of Defectives in the Public Schools 

Rural Education and the Consolidated School 

l$uttertoort|) 
Problems in State High School Finance 

€;otr2 
Commercial Tests and How to Use Them 

Baton 
Record Forms for Vocational Schools 

The Public and Its School 

iKsfjoncs 
Standards in English 

An Experiment in the Fundamentals 

Pearson 
The Reconstructed School 

meetr 

Newsboy Service 

3£lttj[)arttsott 
Making a High School Program 

ffitrsman 
The Teaching of Spelling 



SCH OOL EFFICIENCY MONOGRAPHS 

MAKING 

A HIGH SCHOOL 

PROGRAM 

BY 
MYRON W. RICHARDSON 

HEADMASTER GIRLS' HIGH SCHOOL 
BOSTON, MASSACHUSETTS 




YONKERS-ON-HUDSON, NEW YORK 

WORLD BOOK COMPANY 
1921 



WORLD BOOK COMPANY 

THE HOUSE OF APPLIED KNOWLEDGE 
Established, 1905, by Caspar W. Hodgson 

YONKERS-ON-HUDSON, NeW YoRK 

2126 Prairie Avenue, Chicago 

Publishers of the following professional works : 
School Efficiency Series, edited by Paul H. 
Hanus, complete in thirteen volumes ; Educa- 
tional Survey Series, seven volumes already 
issued and others projected ; School Efficiency 
Monographs, twelve numbers now ready, 

others in active preparation ^ -^. 

0^ 






(Ta.^^'^^' 



SEM : RMHSP-I 



Copyright, 1921, by World Book Company 
All righia reserved 

MAY I2ii2i 



0)CI.A617095 



PREFATORY NOTE 

THE public is devoting more and more of its treasure 
to the school, particularly to the high school. 
The high school principal has a responsibility for the 
economy and eflSciency of his school organization. Care 
and economy mean more funds for education. We 
might raise salaries on what is now wasted. In industry, 
with rising labor costs has come greater attention to 
individual economies. The school cannot escape the 
tendency. Does the high school principal know whether 
or not he is getting full ejSficiency from his organization ? 
Is the work evenly divided .^^ Are teachers overworked 
or underworked ? Are pupil divisions evenly constructed ? 
Are program difficulties solved? The high school prin- 
cipal needs in his equipment the engineer's capacity. 
He is an educational engineer. The high school program, 
indeed, is an engineering problem. No system of making 
a high school program on the trial-and-error method is 
defensible. From mathematical reasons it must be faulty. 
No purely mechanical method of making a program is 
adequate, for the result is wrong and the pupils and 
teachers are the necessary victims. A high school pro- 
gram must be scientifically constructed if it is to be ac- 
cepted as adequate to the situation presented. Poor high 
school programs are responsible today for great waste of 
money in the employment of unnecessary teachers, in the 
uneven distribution of work, in preventing pupils' range 
of choice of subjects, and in unnecessary worry and con- 
fusion throughout the organization. The professionally 
trained high school principal can easily find a way out of 
the program difficulties. The struggle against this uni- 
versal problem has developed some program geniuses, and 
their discoveries are not esoteric but open and free to 
those who wish to adopt their ideas. 

[ v] 



PREFATORY NOTE 

For a number of years past I have been aware of the 
splendid work in the way of program making which has 
been carried on by Mr. Myron W. Richardson, Head- 
master of the Girls' High School of Boston. Gradually 
the method of high school program making evolved by 
him has spread throughout our Boston school system, 
and in fact has extended to other communities in Massa- 
chusetts, and even beyond the confines of the state. The 
following exposition of Mr. Richardson's contains the 
necessary information to enable a high school adminis- 
trator to make an effective high school program. I am 
personally convinced of the truth of this prophecy by 
reason of our experience in the city of Boston and further 
from my individual experience as a lecturer upon high 
school administration, in Columbia University. To the 
students enrolled in my course on high school adminis- 
tration I presented the material of Mr. Richardson's plan, 
and found invariably that the students were able to take 
their individual high school organizations and make an 
effective program upon the block system proposed by 
him. Personally I am glad that he has found time to 
put his system into definite shape, and* believe that he 
has made a distinct contribution to the general problem 
of educational engineering. 

Frank V. Thompson 



[ vi] 



CONTENTS 

PAGE 

I. Introduction 1 

n. Preliminary Information 

Selection of Work by Pupils .... 3 

Tabulation of Selection Blanks and Summary Sheet 4 

Class Sections 5 

Recitation Sections 7 

H. Making the School Program 

The Block System 9 

Distribution of Recitation Sections . . .10 

Assignment of Teachers and Rooms to Recitation 

Sections 15 

Indication of Block Numbers upon the Pupil's Se- 
lection of Studies Sheet 16 

Tabulation and Equalization of Recitation Sec- 
tions 17 

Determination of Home Rooms and Study Rooms 18 
Schedule of Recitation and Study Rooms . .19 
Making out of Pupils' Programs by Teachers . 19 

Teachers' Schedules of Work . . . .20 

V. Summary 

Efficiency . . . . . . , .23 

The Program in Relation to Expenses . . 24 

The Program in Relation to the Interests of the 

Pupils 26 

General Importance of the Program . . .26 



[vii] 



MAKING A HIGH SCHOOL 
PROGRAM 



Introduction 

WHILE every high school program is so dependent 
upon local conditions of one kind or another as 
to be very much of an individual problem, yet there are 
-ertain fundamental considerations that underlie all 
program making. This book is an attempt to set forth 
these fundamental considerations. It uses for illustrative 
purposes the steps followed in making the program of the 
Girls' High School of Boston, a school of 2100 pupils, but 
the type of program and the method of procedure outlined 
here have been applied successfully to high schools ranging 
in size from 200 to 2000; to high schools with fixed 
courses of study, and to those with a large amount of 
freedom in election ; to high schools with programs made 
up largely of academic work, and to those with much 
shop or industrial work. 

Every high school has its own limitations and peculi- 
arities which are inseparably associated with the school 
program. Thus the number and seating capacity of 
rooms has a direct and important relation to the size of 
recitation sections and study rooms ; the personnel of the 
teaching force, particularly in a small high school, de- 
termines when and where subjects may be taught; and 
the different courses of study make special demands upon 
the school program. These local limitations may neces- 
sitate change in many of the details of the plan which 
has been outlined in this book, but the general method of 
procedure can be followed in all high schools, and there 
will be found much here that can be applied to all high 
school programs. 

[1] 



n 

Preliminary Information 
selection of work by pupils 

THE first step in making a high school program is to 
find out what studies each pupil desires to select 
for the ensuing school year. The first week in May is 
set apart for this purpose. The task is one of great 
importance, requiring time and careful attention. 

The pupil is given a printed blank, headed Selection of 
Studies, upon which to indicate his choice of work, and a 
printed copy of the course of study offered in the school. 
The selection of studies blank, a copy of which follows, 
lists all the subjects taught in the school, and gives informa- 
tion about them in four columns. The first column tells 
in what year the subject may be first chosen, the second 
the number of consecutive years of instruction, the third 
the year of the subject desired by the pupil, and the fourth 
its value in diploma points. The blank also contains 
general directions for selection of work and a space for the 
parent to express his approval of the choice of work. 

The objection may be raised that the first week in May 
is too early to secure this information, because the year's 
work is not yet completed, and the pupil is uncertain 
whether or not he is going to pass. In reply it may be said 
that his record for eight months is known, and upon this 
and the advice of his subject teachers can be based his 
choice of work for the ensuing year. Some adjustments 
of individual programs must of necessity be made in 
September in accordance with final marks in June ; but 
in the long run the losses will offset the gains, and the 
difference will not be sufficient to affect the number of 
classes 

Upon the opening day of the first week in May pupils of 

[3] 



MAKING A HIGH SCHOOL PROGRAM 

the three lower classes are called to the assembly hall by 
classes, at which time the courses of study are explained 
to them by the principal and by teachers whom he may 
select for this purpose. This requires from 30 to 45' 
minutes to a class, and is the only interruption of the 
school session that is found necessary. Home-room 
teachers accompany their pupils to the assembly hall to| 
listen to the instructions and explanations, so that laterj 
they may assist their pupils intelligently in the selection! 
of studies for the next year. 

At least one week is allowed the pupil for the completion 
of this task of selecting his next year's subjects, during 
which time he may get needed advice from his teachers. 
His home-room teacher finally inspects the blank and 
approves with his signature the selection made. Often 
other approving signatures are required ; thus, a college 
pupil is required to get the signature of the college ad- 
viser for the particular institution which he is preparing to 
enter. 

A similar procedure is followed with pupils from the 
elementary or junior high schools who intend to enter 
the high school the following September. 

TABULATION OF SELECTION BLANKS AND NUMMARY SHEET 

Upon a tally sheet containing a list of all subjects and 
years of subjects each home-room teacher furnishes the 
principal with a tabulation of subjects and years of sub- 
jects chosen by the pupils in his room. With a tally 
sheet of proper form, selections may be tabulated as fast 
as they come in, and but little time will be needed to add 
up the totals. 

Upon a specified date not later than the middle of May, 
the home-room teacher sends to the principal all the 
pupils' selection of studies blanks, with the tally sheet. 

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MAKING A HIGH SCHOOL PROGRAM j 

the three lower classes are called to the assembly hall by 
classes, at which time the courses of study are explained! 
to them by the principal and by teachers whom he may 
select for this purpose. This requires from 30 to 451 
minutes to a class, and is the only interruption of the 
school session that is found necessary. Home-room 
teachers accompany their pupils to the assembly hall to 
listen to the instructions and explanations, so that later 
they may assist their pupils intelligently in the selection: 
of studies for the next year. | 

At least one week is allowed the pupil for the completion 
of this task of selecting his next year's subjects, during 
which time he may get needed advice from his teachers. 
His home-room teacher finally inspects the blank and 
approves with his signature the selection made. Often 
other approving signatures are required; thus, a college 
pupil is required to get the signature of the college ad- 
viser for the particular institution which he is preparing to 
enter. 

A similar procedure is followed with pupils from the 
elementary or junior high schools who intend to enter 
the high school the following September. 

TABULATION OF SELECTION BLANKS AND -SUMMARY SHEET 

Upon a tally sheet containing a list of all subjects and 
years of subjects each home-room teacher furnishes the 
principal with a tabulation of subjects and years of sub- 
jects chosen by the pupils in his room. With a tally 
sheet of proper form, selections may be tabulated as fast 
as they come in, and but little time will be needed to add 
up the totals. 

Upon a specified date not later than the middle of May, 
the home-room teacher sends to the principal all the 
pupils' selection of studies blanks, with the tally sheet. 

[4] 



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Chemistry 

Physical Geography 

Bookkeeping 


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Commercial Geography 




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Household Science and Arts 

History of Commerce and 
Industry 

Salesmanship 

Total Points 


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PRELIMINARY INFORMATION 

Jpon a properly arranged summary sheet the data from 
he tally sheets can be collected by the principal in a very 
ihort time, and he then has complete returns for the 
jntire school, showing the number of pupils desiring each 
lubject, and each year of the subject. 

By keeping a record from year to year of the returns 
m the summary sheet and also a record of the number of 
)upils who enrolled in the various classes each September, 
:he principal can easily forecast in May the number of 
jlasses in each subject for the following September. The 
jercentage of change undei^ uniform conditions from May 
:o September is very nearly a constant from year to year. 
Changes of electives in September are allowed only for 
50od and sufficient reasons. 

CLASS SECTIONS 

The pupils' selection of studies sheets are separated 
into four classes of the school course (first year, second 
year, etc.), and each class is again subdivided into equal- 
sized divisions of from 30 to 40 pupils, known as class 
sections. Each class section is indicated by an arabic 
numeral and a letter, the arabic numeral indicatmg the 
class and the letter the section. Thus 2 h me^ns b section 
in the second, or sophomore, class, and 4 c means the c 
section of the fourth, or senior, class. 

Class sections then are equal-sized class groups of from 
30 to 40 pupils each, segregated for general recitation 
purposes. Since each class section is a different group of 
pupils, any sections may recite at the same time without 
program conflict. It will be seen later how this prelimi- 
nary division into class sections is used to avoid conflicts in 
pupils' programs, and how the fact that they are equal- 
sized tends to make recitation sections also of equal size. 

[5] 



MAKING A HIGH SCHOOL PROGRAM 

A list of the class sections for the sophomore class of a';| 
Boston high school will serve as an example of this step 



CLASS SECTIONS CLASS 2 | 

2 a College pupils through Milston 

2 h College pupils from Milston through alphabet 

Normals through Leonardi 

2 c Normals from Leonardi through alphabet 

Generals 

2 d Commercials, French, through Canter 

2 e Commercials, French, from Canter through De Angelis 

2/ Commercials, French, from De Angelis through Gardner 

2 g Commercials, French, from Gardner through Hurley 

2 h Commercials, French, from Hurley through MacLeod 

2 i Commercials, French, from MacLeod through Post 

2 j Commercials, French, from Post through Slattery 

2 k Commercials, French, from Slattery through alphabet 

2 I Commercials, Spanish, through Ferrari 

2 m Commercials, Spanish, from Ferrari through Katz 

2 n Commercials, Spanish, from Katz through Puccinelh 

2 o Commercials, Spanish, from Puccinelli through alphabet 

2 p Commercials, Latin or No Language 

It will be noticed that class sections offer opportunity 
to segregate pupils of like destination or like program. 
Thus all college pupils are placed in sections a and 6, 
normal school pupils in h and c, pupils T:aking a general 
course in section c, and pupils taking a commercial course 
in sections d to y. The commercial pupils are subdivided 
according to the language they take, pupils in section A 
taking Latin or no language. Such segregations offer 
opportunity to meet individual needs of pupils. The 
larger the school, the greater the possibilities of differentia- 
tion. Thus, if it is desired to separate the abler and the 
less able pupils of the class, the one group may be assigned 
to specified sections and the other to other sections. 

[6] 



PRELIMINARY INFORMATION 
REaTATION SECTIONS 

After the number of pupils for each subject and year of 
iubject has been ascertained by the principal, and the 
lumber of recitation sections of each kind has been deter- 
nined (page 3), these recitation sections are designated 
n such a way as to avoid conflicts in pupils* programs. 

First: For all continuous subjects a roman numeral is 
ised to indicate the year of instruction ; thus French II 
neans a year's work in second-year French. Note that 
:he roman numeral does not necessarily indicate the class 
Tom which come the pupils who take the subject; e.g.. 
Phonography I means the first year of phonography, but 
nasmuch as phonography is not offered as an elective 
mtil the thu-d year of the course, the roman numeral 
*I" does not indicate pupils from Class 1 — that is, the 
■reshmen class. If the subject is not a continuous one, 
ao roman numeral at all will be used. 
, Second: Section letters will be used to indicate the 
slass sections from which the recitation section derives its 
pupils ; thus French II d means a class in second-year 
French made up of pupils from section d of the class in 
which the subject is offered. If there be but one recita- 
tion section of a kind, the recitation section will be known 
by the designation of the subject. 

; Often a subject may be elected by pupils from more than 
lone class section. In this case, more than one section 
^letter will be used. Thus, Latin III ah means a class in 
■third-year Latin made up of pupils from class sections a 
and h. Choral Practice II adfhk means a large class in 
the second year of Choral Practice made up of pupils from 
five different class sections. 

I Every large school has advanced recitation sections of 
one kmd or another. For example, college pupils begin 

[7] 

I 



MAKING A HIGH SCHOOL PROGRAM 

the study of Latin in the first year, but defer beginning 
French until the second year. Many pupils fail in their 
first year of French, and elect it again in their second year. 
Still other pupils, for one reason or another, may not begin 
the study of French until the third or fourth year. All 
such advanced sections should be designated by an addi- 
tional numeral which indicates the class from which the 
pupils come. Thus French I-2a means a class in first- 
year French, normally a freshman subject, made up of 
second-year pupils from class section a; French 1-2 
defghky a class in first-year French of second-year pupils 
who are repeating French I, derived from six class sections. 
It takes a large number of class sections to furnish a suffi- 
cient number of pupils to form such a recitation section. 
It will be seen later (page 14) how such a method of des- 
ignation avoids conflict in pupils* programs. 



[8] 



Ill 

Making the School Program 
the block system 

EVERY high school program should use some kind of 
block system ; that is, the recitation periods of the 
week should be divided into a number of different groups 
or blocks, and in one or the other of these blocks should 
be scheduled all recitations in the school. If each of the 
blocks is made up of a different group of periods, it is 
evident that recitations scheduled in one block cannot 
conflict with recitations scheduled in any other block. 

The most commonly used block consists of five periods, 
one for each day in the week, and the most usual method of 
selecting periods to form such blocks is to call the first 
period of each of the five school days in the week 
"Block 1," the five second periods "Block 2," etc. With 
such an arrangement, there will be as many blocks as 
there are school periods in the day. 

While such a selection may give a more orderly distribu- 
tion of recitations, it is not in many ways an ideal arrange- 
ment. It is generally conceded that the quantity of work 
that can be accomplished with a recitation section that 
recites always in the first period of the day is considerably 
greater, and the quality better, than with one that recites 
, always in the last period of the day. Moreover, the last 
^ periods of the day are often needed for field or laboratory 
, work which may take the pupil outside the building. 
For these and other reasons, a selection which gives an 
equal distribution of early and late periods of the day 
r among the different blocks is preferable to one which fails 
I to make such a distribution. 

On page 11 is a distribution of this kind for a six-block 
'program. 



MAKING A HIGH SCHOOL PROGRAM j 

The block numbers are indicated by the numeral in the 
upper right-hand corner of the period. Thus Block 1 is 
made up of Monday, the 1st period, Tuesday, the 5th, 
Wednesday, the 3d, Thursday, the 2d, and Friday, the 6th 
period; Block 2 is made up of Monday, the 2d period, 
Tuesday, the 6th, Wednesday, the 4th, Thursday, the 1st, 
and Friday, the 5th period, etc. By adding together the 
numbers which express the periods of the day for each 
block, it is found that Blocks 1, 3, and 5 total 17, while 
Blocks 2, 4, and 6 total 18, thus showing a nearly equal 
distribution of early and late periods of the day in each 
block. If the block numbers are indicated on the program 
blank, it is no more difficult to find them, in making a pupil's 
program, than it would be if they came in regular order. 

It will be noticed that in the distribution given, the 
periods of Block 1 are always contiguous to Block 2, 
those of Block 3 to Block 4, and those of Block 5 to Block 6 
This arrangement will be found helpful in providing foj 
double periods for laboratory or industrial work, or foi 
such subjects as phonography and typewriting. 

To give necessary flexibility, a pupil's program shoulc 
have at least one free block. Most high school pupih 
carry a program of from 20 to 25 recitation periods 8 
week, which would occupy four or five blocks, and a six- 
block program best meets their program requirements. 

It is very important that the same block system extenc 
throughout all the years of the school. Under such ai 
arrangement the pupil with an irregular program wiL 
always have one or more empty blocks in which to find hu 
"out-of -course" subjects. 

DISTRIBUTION OF RECITATION SECTIONS 

To distribute the recitation sections among the blocks 
is the most difficult and the most important part of pro- 

[10] 



MAKING THE SCHOOL PROGRAM 



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[11] 



MAKING A HIGH SCHOOL PROGRAM 

gram making. Upon its successful accomplishment, more 
than upon anything else, depends the efficiency of the 
program. It is affected by so many factors — courses of 
study, personnel of the teaching force, size and number of 
rooms, and other conditions of a local nature that have 
already been referred to — that it is difficult to formulate 
in detail any course of procedure that could be generally 
followed. It is possible, however, to set forth certain im- 
portant principles. 

(1) Work with one of the four classes at a time in 
distributing recitation sections among the blocks, since 
each class presents problems of its own. When the 
distribution is completed, each block will be made up of 
four strata of recitation sections, a stratum for each class 
in the school. 

High schools with semi-annual promotions will need to 
distribute their programs by half years, each block being 
made up of eight strata, one for each half year, instead of 
four. Such a distribution seriously affects the organiza- 
tion of a school and decreases the efficiency of the pro- 
gram. The larger the high school, the greater the possi- 
bility and opportunity of its program to serve the interests 
of its pupils. The program of a school of 1000 pupils 
arranged in 8 classes has little or no greater .flexibility or 
efficiency than that of a school of 500 in 4 classes ; that of 
a school of 500 in 8 classes, no greater than that of a 
school of 250 in 4 classes. 

(2) In distributing recitation sections of like kind, 
follow the plan of widest distribution ; that is, never 
schedule two sections of a kind in a block until every other 
block has one, never three until every other block has two, 
etc. Not only does this plan make for flexibility in the 
pupil's program, but in large high schools it removes the 
necessity of giving very much attention to the assignment 

[12] 



MAKING THE SCHOOL PROGRAM 

of work to teachers until the entire distribution is com- 
pleted. 

(3) When there is but one recitation section of a kind, 
avoid scheduling two such sections in a block unless they 
are non-conflicting by nature ; thus, sections in Latin are 
not likely to conflict with commercial sections, and sections 
in different years of the same subject are by nature non- 
conflicting. 

(4) To help in avoiding conflicts, do not repeat the 
section letters of a given class in the same block. Below 
will be found two groups of recitation sections which 
occur in the same block — one a group of second-year, 
and the other a group of first-year, recitation sections. 

By looking through the section letters in each class 
from which these recitations are recruited, it will be 
seen that there is no repetition of section letters within the 
group, except for Physical Training II and for Hygiene. 
These two subjects are scheduled for but one day in the 
week in the block, and the subject whose section letter 
they repeat recites the other four days, and does not there- 
fore conflict; e.g., in Physical Training II cdkm and 
French II k, the section letter k is repeated, but the 
Physical Training II section is scheduled only for Monday, 
and the French II section only for the other four days of 
the week. 

If, then, each section letter represents, as it does, a 
different group of pupils, and no section letter is repeated 
in the block, there can be no possible conflict of program. 
This device for avoiding conflict within the block can be 
very generally applied in the two or three lower classes in 
the school, but only with greater difficulty in the junior 
and senior classes, because in these classes there is in- 
creasing differentiation in the choice of work, hence im- 
possibility at times of avoiding repetition of section letters. 

[13] 



MAKING A HIGH SCHOOL PROGRAM 






Block 3 


Class 2 ; 




Section 


Days i 


Phys. Trg. n 
Phys. Trg. n 
English n 
English n 
EngHsh n 
Civics -2 
Latin 1-2, 3, 4 
French 1-2 
French II 
French 11 
Biology I 
Introd. Science 
Introd. Science 
Bookkeeping II 
Bookkeeping 11 
Com'l Geog. 
Com'l Geog. 


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aU 
all 
M T W F 
T W Th F 
M T W F 
T W Th F 
M T W F 
all 
all 
T W Th 
M T F 





Block 3 


Class 1 




Section 


Days 


Phys. Trg. I 


fir 


W F 


Hygiene 


flk 


T 


English I 


a 


all 


English I 


9 


all 


English I 


m 


all 


English I 


s 


- aU 


French I 


d 


all 


French I 


V 


all 


Spanish I 


i 


all 


Civics 


h 


M W F 


Civics 


h 


T W Th 


Civics 


n 


Th 


Civics 


t 


M F 


Mathematics I 


c 


aU 


Bookkeeping I 


i 


aU 


Bookkeeping I 





all 


Bookkeeping I 


n 


all 



[14] 



MAKING THE SCHOOL PROGRAM 

For the two lower classes the device may be 100 per cent 
efficient; in the senior class, perhaps not more than 75 
per cent efficient. 

There are, then, in a program so arranged, two devices 
for avoiding conffict : (1) the six or more non-conffictmg 
blocks, which may be characterized as a horizontal vari- 
able, and (2) the section letters, which may be called a 
vertical variable. With two variables of this kind, there 
will be a very large number of solutions for nearly all 
pupils* programs that may be submitted, and a consequent 
high percentage of flexibility and efficiency. 

ASSIGNMENT OF TEACHERS AND ROOMS TO RECITATION 
SECTIONS 

In a large school, assignment of teachers and rooms need 
not be made until after the recitation sections have been 
distributed among the blocks. In small high schools one 
of the local factors that must be considered in making this 
distribution is the teacher's program. In all high schools, 
however, if the plan of widest distribution is followed as 
regards subjects and sections, the problem of assigning 
teachers and rooms to recitation sections ought not to be a 
difficult one. The complete application of this plan means 
an equal, or nearly equal, number of recitation sections in 
every block, and a consequent uniform distribution of the 
work throughout the week. The standard number of 
teaching periods for Boston is 22 a week for women and 
24 for men. In a school program of six blocks or more, 
every teacher will have, therefore, one or more blocks 
wholly or partly free. This arrangement ought to give 
sufficient flexibility to insure an easy and efficient arrange- 
ment of his teaching program, and to provide in addition 
for study-room assignments and other duties necessary 
to carry on the work of the school. 

[ 15 ] 



MAKING A HIGH SCHOOL PROGRAM 

INDICATION OF BLOCK NUMBERS UPON THE PUPIL*S 
SELECTION OF STUDIES SHEET 

Upon the pupil's selection of studies sheet is next indi- 
cated the number of the block in which each of his various 
recitation sections occurs. To illustrate : Miss Y is a 
senior; she is taking a commercial program, and is in 
Class Section 4 d. She has elected English IV, Phonog- 
raphy and Typewriting II, Economics, and History IV. 
The block number of the d section of each of her subjects 
is as follows : 

English IV d. Block 5 

Phonography and Typewriting II d. Blocks 1, 2 

Economics, Block 1 

History IV d. Block 6 

It will be noticed that two subjects, Economics and 
Phonography and Typewriting II, have been assigned to 
Block 1. This means a conflict. As there is but one 
section of Economics, Block 1 will have to remain against 
this subject. For Phonography and Typewriting II there 
is another class in Blocks 3 and 4. Her program as cor- 
rected, then, will read : 

English IV, Block 5 

Phonography and Typewriting, Blocks 3, 4 

Economics, Block 1 

History IV, Block 6 

No block number is now repeated in this program, and 
there can therefore be no conflict. 

A second illustration : Miss Z is in Section 2 6, but has 
failed in French. Her new subjects are English II, 
History II, Mathematics II, and Biology I, and she must 
repeat French I. A conflict might be feared, but the 

[16] 



MAKING THE SCHOOL PROGRAM 

block distribution of the b section in each of these subjects 
is as follows : 

English II 6, Block 3 

History II b, Block 4 

French 1-2, 3, Block 6 

Math. II 6, Block 5 

Biology I 6, Block 2 

There is no repetition of block numbers, therefore there 
can be no conflict in this program. 

After one has become familiar with the block distribu- 
tion for a given section, these block numbers can be in- 
dicated on the selection of studies blanks with very great 
rapidity, if there are no conflicts — as rapidly as two or 
three sheets a minute. 



TABULATION AND EQUALIZATION OF RECITATION SECTIONS 

After the block numbers have been indicated upon the 
pupils* selection sheets, the assignments upon all the 
selection sheets of the school are tabulated to make sure 
that recitation sections are of the same size. Recitation 
sections with but one letter assigned to them will be of 
about the same size, because they are made up of pupils 
from one class section only, and all class sections are of 
the same size. But recitation sections with two or more 
section letters may be of unequal size. To illustrate: 
In this year's sophomore class there are 14 class sections, 
lettered from c to p, inclusive, in which the pupils must 
choose a science, either Biology or Introductory Science. 
A suflScient number of pupils chose Biology to form 
5 sections, and enough chose Introductory Science to 
form 9 sections. It takes, then, 14 class sections to 
supply a sufficient number of pupils to form 5 recitation 
sections in Biology I, or between 2 and 3 class sections to 

[ 17 ] 



MAKING A HIGH SCHOOL PROGRAM 

form one recitation section. Since 5 does not divide a 
whole number of times into 14, it is evident that three J 
section letters will have to be assigned to four of these 
classes, and two to the fifth. These same 14 class sec- ! 
tions yielded 9 Introductory Science divisions, and, again, | 
two of the class-section letters will have to be assigned 
to five of those recitation sections, and but one to the 
other four. For this, and for other reasons, inequalities 
will always exist which require adjustments. 

Such adjustments are made by changing the block 
number of the larger class to that of the smaller, and if the 
latter conflicts with some other subject in the block by 
scheduling this subject in some unused block. 

After the tabulation of all recitation sections is com- 
pleted, a glance will show what adjustments are neces- 
sary, and then the block numbers can be changed upon a 
sufficient number of the pupils' selection sheets to produce 
equality of divisions. 

DETERMINATION OF HOME ROOMS AND STUDY ROOMS 

There is not necessarily any connection between class 
sections and home rooms. One or more sections may be 
assigned to a home room, or sections may be scattered 
through several home rooms. College pupils, for instance, 
may be widely distributed over home rooms, to prevent 
anything like educational aristocracy in the school. 

Many high schools leave the determination of study- 
room assignments until the school assembles in September. 
It is one of the advantages of the method of program 
making here described that the number of pupils each 
hour in study rooms can be closely approximated in June. 
Nearly all recitation sections are of the same size; if, 
from the total number of sections in a class, you subtract 
the recitation sections which are scheduled for any period, 

[18] 



P MAKING THE SCHOOL PROGRAM 

the difference will be approximately the number of sec- 
tions which have no recitations during that period and 
for which study rooms must be provided. 

SCHEDULE OF RECITATION AND STUDY ROOMS 

A schedule of recitations must be furnished teachers be- 
fore they can make out pupils' programs. This schedule 
is arranged by subjects, and it gives the block, section 
letters, days of the week, and room for every recitation 
section in the school. It does not contain the names of the 
teachers; for many reasons it is undesirable that these 
be put upon the recitation schedule. Below will be found 
for illustrative purposes a schedule of all recitations in 
Latin. 



Block 


Subject 


Section 


Room 


o 




Q 


i 

5 


i 


2 


Latin I 


a 


104 


2 


6 


4 


1 


5 


5 


Latin I 


b 


104 


5 


3 


1 


6 


2 


1 


Latin 1-2, 3, 4 




414 


1 


5 


3 


2 


6 


3 


Latin 11 


a 


304 


3 


1 


5 


4 


4 


6 


Latin IT 


be 


204 


6 


4 


2 


5 


1 


1 


Latin III 




401 


1 


5 


3 


2 


6 


4 


Latin IV 




306 


4 


2 


6 


3 


3 



In like manner a schedule of study rooms to take care 
of the sections which are known to be free can be made for 
each period in the week. 



MAKING OUT OF PUPILS* PROGRAMS BY TEACHERS 

To make out the pupils' programs the home-room 
teacher needs the following material : 

(a) The list of class sections (pages 5, 6) and home- 
room assignments (page 18) 

[19] 



MAKING A HIGH SCHOOL PROGRAM 

(b) The schedule of recitation sections (page 19) 

(c) The schedule of study rooms (page 18) 

(d) The pupils' selection of studies sheets, with the 
assignment of recitations indicated upon them 
(pages 16, 17) 

(e) Daily program blanks (page 10) 

With this material every teacher ought to be able not 
alone to make out the programs of the pupils who have 
already filled out the selection of studies blanks, but also 
to make out new programs for new pupils and to make new 
assignments of work for such changes in electives as may 
be necessary in September. For a new pupil, the teacher 
would first determine his class section and then assign 
him to such recitation sections as contained his class sec- 
tion letter. 

Complete programs for all pupils expected in September 
should be filed in the office of the principal before the close 
of school in June. On the opening day in September, 
these programs are distributed to pupils. A part of the 
opening day will be needed for registration and for indi- 
vidual program adjustments. During the last part of 
this day, however, the school should go through its regular 
program on a shortened time schedule. This does not 
mean that some pupils go to some recitations, but that 
all pupils go to all recitations. The school should be able 
on the second day of the term to start full time upon a 
complete program. 

teachers' schedules of work 

In large high schools it ought not to be necessary to 
make out any teacher's schedule until the entire program is 
completed. In small high schools, with a large number of 
single classes, as has already been pointed out, the teacher's 

[20] 



MAKING THE SCHOOL PROGRAM 

schedule will have to be considered in the distribution of 
recitation sections among the blocks. To each teacher 
should be assigned, if possible, at least one recitation 
section composed of pupils who sit in his home room. 
The home-room teacher is the pupils' adviser, and he can 
more intelligently discharge the duties of this office if he 
knows his pupils intimately, which is more likely to be 
the case when they are in one of his recitation sections. 

Teachers' schedules should be made out and given to 
teachers before the close of the school year. The teacher 
is then ready to take up his work on the opemng day ot 
school, and if he is assigned new work he has the summer 
vacation in which to prepare for it. 

At the end of the book will be found a complete program 
of the Girls' High School of Boston, a study of which may 
make clear some details which have not been adequately 
illustrated in the text. 



[81] 



IV 

Summary 

SOME of the advantages of a program of the type 
described in the preceding pages may be briefly 
summarized. 

EFFICIENCY 

It is highly eflBcient. In all large high schools there 
exists a very great variety of demands which the pro- 
gram must satisfy. The number of recitations assigned 
to different subjects varies from one to ten a week. Pro- 
vision must be made for large classes in such subjects as 
Physical Training and Choral Practice, numbering from 
100 to 300 pupils each. Great freedom of election is 
allowed, and subjects scheduled in any year of the course 
may be elected by pupils in any subsequent year of 
the course ; for instance, seniors often elect first-year 
subjects. Promotion is by subjects, and provision must 
be made to allow pupils failing in a subject to repeat it in 
succeeding years. A program of this type ought to 
satisfy more than 99 per cent of these demands. In 
small high schools this percentage ought not to fall below 
95. 

A program of this type tends to become permanent 
from year to year. Variations in the size of classes will 
require corresponding changes in the number of class 
sections, and the addition or subtraction of letters that 
designate such sections; but unless there are radical 
changes in the curriculum itself, the distribution of 
sections indicated by the earlier letters of the alphabet 
will not be affected by such variations. This distribu- 
tion may be perfected from year to year until it becomes 
nearly permanent. For the three upper classes, accurate 
forecasts of the number of recitation sections can be 

[2S] 



MAKING A HIGH SCHOOL PROGRAM 

made as early as the middle of the preceding year. Un- 
expected increases or decreases in the freshman class will 
distribute themselves over all the sections of that class, 
changing slightly the number of pupils to a class, but not 
necessarily requiring the formation of new classes in 
September. 

The initial formation of equal-sized class sections tends 
to produce equal-sized recitation sections. The partici- 
pation of all teachers in the school in making the program 
means general intelligence in its administration. 

THE PROGRAM IN RELATION TO EXPENSES 

These are days of mounting expenses and increasing 
taxes for educational purposes. In the city of Boston 
school expenditures have increased from six million dollars 
in 1910 to more than twelve million for 1920, without 
anything like a proportionate increase in school popula- 
tion. Such an increase in expenditures emphasizes the 
need of maximum efficiency in school programs. In 1916 
the city of Boston faced an apparent deficit of several 
hundred thousand dollars in its school budget, and 
retrenchment all along the line was necessary. When 
the high schools were asked to assume some forty thou- 
sand dollars of this retrenchment, a committee of head- 
masters was appointed to study the situation and see 
whether or not this money could be saved without reducing 
teachers' salaries or decreasing the efficiency of the schools. 

There are fifteen high schools in the city — ten general 
high schools, two Latin, or college-fitting, schools, one for 
boys and one for girls, a high school of commerce for boys, 
a mechanic arts high school for boys, and a high school of 
practical arts for girls. So far as cost of instruction is 
concerned, all but the last two may be put into the same 
class. 

[24] 



SUMMARY 

These schools varied in size from about 600 pupils to 
2300 pupils. The per capita cost of instruction varied 
from about $55 to $105 per pupil. This difference of $50 
per jcapita in cost of instruction, if applied to the smallest 
high school, amounted to $30,000 ; if applied to the three 
largest schools, it amounted to more than $100,000 each. 

The committee of headmasters studied in detail the 
organization and programs of these fifteen high schools. 
They found that classes varied in size from less than 10 
to more than 50 pupils, and the pupil-hour load of teachers 
from less than 500 to more than 1000. They found that 
the lower-cost schools were more efficiently organized than 
the higher. In the ten general high schools, 80 points 
were required for a diploma, 20 points a year for each of 
the four years. They found that pupils* programs varied 
in different schools from an average of 22 points a year 
to 25 points. The seriousness of this variation will be 
appreciated if it is understood that the schools with the 
25-point average were giving 15 per cent more instruction 
to meet the same diploma requirements than the schools 
with the 22-point average, and were meeting them ap- 
parently with no greater degree of efficiency. These con- 
ditions can probably be duplicated in every large city 
in the United States. 

Changes in organization were recommended which 
amply provided for the retrenchment desired, without 
decreasing the educational efficiency of the schools. 

Even more striking is the increased cost of construction 
of school buildings. In 1910, in Boston, this cost was 
about $7000 a room. In 1920 it was $21,000. This cost 
also can be much reduced by means of a good school 
program. One has but to tabulate the recitation rooms 
Qot in use for each hour in the week in a high school to 
ascertain this fact. The poorly arranged program utilizes 

[25] 



MAKING A HIGH SCHOOL PROGRAM 

all the rooms some of the hours in the week, but has many- 
unused rooms during other hours; the well-arranged 
program utilizes all the rooms all the time. 

Added expense may come from delay in completing the 
organization of the school at the beginning of the school 
year. In large high schools the cost of maintenance runs 
from $500 to $1000 a day. A week lost in organization 
means added cost of instruction. With a good program, 
the school should be fully at work on the first or second 
day of school. 

THE PROGRAM IN RELATION TO THE INTERESTS OF THE 
PUPILS 

More important than all is the degree to which the 
program serves the interests of its pupils. High school 
pupils are constantly changing their objectives after they 
enter the high school. The pupil who starts upon a 
commercial course becomes ambitious to go to college. 
The pupil who starts upon a college course often finds it 
necessary to change to commercial work. Pupils become 
interested in special lines of work which they desire to 
pursue intensively, but which produce irregularities in 
their course. Too often such ambitions are thwarted 
because of the inflexibility of the school program. A good 
school program should possess sufficient flexibility to 
satisfy all such demands without causing undue loss of 
time to the pupil. 

GENERAL IMPORTANCE OF THE PROGRAM 

In conclusion it may be said that there is no single 
element which has a more important influence upon the 
economic management and the educational efficiency of a 
high school than its program. It is to the school what a 
time-table is to a railroad. It is the business of a railroad 

[26] 



SUMMARY 

to run trains. The first essential for the proper running 
of trains is a time-table that will prevent collision and that 
will serve properly the interests of its patrons. It is the 
business of a school to offer instruction. The first essential 
for such instruction is a program that will avoid conflicts 
between classes and that will serve properly the interests 
of pupils. 



[27] 

















1 . 


_ 






























- 


































GTRTS* HIGH SCHOOL PROGRAM 


1920-21 
















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TERMAN GROUP TEST of I 

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= Human Physiology. By John W. Ritchie, Professor of Biology, = 

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